Assessment centre methodology

ASSESSMENT CENTRE
METHODOLOGY
ASSESSMENT CENTRE
METHODOLOGY
PRESENTED BY
Dr Wilfred Monteiro
Executive Director
SYNERGY MANAGEMENT ASSOCIATES
www.synergymanager.net
MUMBAI- INDIA
1

T H E A S S E S S M E N T C E N T E R M E T H O D
2
copyright 2007 -Dr Wilfred Monteiro
www.synergymanager.net all rights
reserved

TALENT ACQUISITION
LEARNING & DEVELOPMENT
PERFORMANCE MGMT
BUSINESS GOAL
FIGURE 1. HOW HR SUPPORTS ORGANIZATIONAL STRATEGY
RECRUITMENT
PROCESSES
CAREER DEVELOPMENT
TALENT ACQUISITION
IDENTIFY CORE
COMPETENCIES
3
reserved

•• Selection and PromotionSelection and Promotion
• Diagnosis
– Identification of training & developmental needs
• Development
– Skill enhancement through simulations
– Not the same as diagnosis
Uses of the Assessment Center Method
•• Selection and PromotionSelection and Promotion
• Diagnosis
– Identification of training & developmental needs
• Development
– Skill enhancement through simulations
– Not the same as diagnosis
4
reserved

Assessment Center Defined
• An assessment center consists of a standardized evaluation
of behavior based on multiple inputs.
• Multiple trained observers and techniques are used.
• Judgments about behaviors are made, in major part, from
specifically developed assessment simulations.
• These judgments are pooled in a meeting among the
assessors or by a statistical integration process.
- International Taskforce, 2009
• An assessment center consists of a standardized evaluation
of behavior based on multiple inputs.
• Multiple trained observers and techniques are used.
• Judgments about behaviors are made, in major part, from
specifically developed assessment simulations.
• These judgments are pooled in a meeting among the
assessors or by a statistical integration process.
- International Taskforce, 2009
5
reserved

Difference between Assessment Center And
Development Center
Assessment center Development center
Pass/ fail criteria (usually) Do not have a pass/ fail criteria
Geared towards filing a job
vacancy
Geared towards developing the
individual
Address an immediate
organizational need
Address a longer term need
Fewer assessors, more
participants
1:1 ratio
Less emphasis on self-
assessment
Greater emphasis on self-assessment
Geared to meet the needs of the
organization
Geared to meet needs of the
individual as well as the organization
Role of judge to assessors Role of facilitator to assessors
Give feedback at later stage Give feedback immediately
External candidates Internal candidates
6
reserved

•
1. IDENTIFY THE JOB COMPETENCIES THAT WILL BE REQUIRED FOR
FUTURE POSITIONS IN THE ORGANIZATION.
A competency matrix can be used as a tool for identifying the competencies
that are or will be required for specific positions. This step will probably
have been conducted during the strategic planning and preliminary data
gathering step in the workforce planning processes.
2. DETERMINE WHETHER CURRENT EMPLOYEES POSSESS THE
COMPETENCIES THAT WILL BE REQUIRED BY THE IDENTIFIED POSITIONS.
This is the data that will probably be missing or available only in anecdotal
methods or based on assumptions related to current series and grade. A
skill assessment tool can be used to measure individual employee
competencies.
•
STEPS FOR CONDUCTING
COMPETENCY ANALYSIS:
•
1. IDENTIFY THE JOB COMPETENCIES THAT WILL BE REQUIRED FOR
FUTURE POSITIONS IN THE ORGANIZATION.
A competency matrix can be used as a tool for identifying the competencies
that are or will be required for specific positions. This step will probably
have been conducted during the strategic planning and preliminary data
gathering step in the workforce planning processes.
2. DETERMINE WHETHER CURRENT EMPLOYEES POSSESS THE
COMPETENCIES THAT WILL BE REQUIRED BY THE IDENTIFIED POSITIONS.
This is the data that will probably be missing or available only in anecdotal
methods or based on assumptions related to current series and grade. A
skill assessment tool can be used to measure individual employee
competencies.
•
7
reserved

STEPS FOR CONDUCTING
COMPETENCY ANALYSIS:
3. ANALYZE THE DIFFERENCE (IF ANY) BETWEEN CURRENT EMPLOYEE
COMPETENCIES AND FUTURE ORGANIZATIONAL NEEDS.
The results of the competency analysis will help identify potential retraining
needs that employees in certain “excess” or “surplus” positions may
require in order to transition into other positions within the
organization. Employees may also want to know the results of the
analysis for their own career development purposes. This may be helpful
for retention if well-qualified current staff believe there are growth and
learning opportunities for them within the organization.
If the organization determines that current employees will not have the
ability to attain the competencies that will be required in the future,
workforce planners will then need to identify the most appropriate
recruitment strategies for filling the skill gap.
3. ANALYZE THE DIFFERENCE (IF ANY) BETWEEN CURRENT EMPLOYEE
COMPETENCIES AND FUTURE ORGANIZATIONAL NEEDS.
The results of the competency analysis will help identify potential retraining
needs that employees in certain “excess” or “surplus” positions may
require in order to transition into other positions within the
organization. Employees may also want to know the results of the
analysis for their own career development purposes. This may be helpful
for retention if well-qualified current staff believe there are growth and
learning opportunities for them within the organization.
If the organization determines that current employees will not have the
ability to attain the competencies that will be required in the future,
workforce planners will then need to identify the most appropriate
recruitment strategies for filling the skill gap.
8
reserved

The six methodological concepts
that give the assessment center method its validity are:
1. Let the target dimensions determine the content and flow of the assessment centre.
One of the two keys to the job relatedness of assessment center methodology
is the
focus of assessment center observations
on dimensions that have been defined
as important to success (or failure) in the target job.
Dimensions are defined through an analysis of the target job.
This job analysis procedure usually involves interviewing incumbents and their
supervisors to identify common factors that have a direct bearing on success and failure.
1. Let the target dimensions determine the content and flow of the assessment centre.
One of the two keys to the job relatedness of assessment center methodology
is the
focus of assessment center observations
on dimensions that have been defined
as important to success (or failure) in the target job.
Dimensions are defined through an analysis of the target job.
This job analysis procedure usually involves interviewing incumbents and their
supervisors to identify common factors that have a direct bearing on success and failure.
9
reserved

2. Use behavior to predict behavior.
Assessors in assessment centers make decisions based on behavior; they don’t try to ps
ychoanalyze the individuals they observe.
They connect behavior in the assessment center exercises and behavior required
on the job.
If the assessee’s behavior is similar to that required in the target job,
that assessee receives a high rating.
If the candidate does not use behaviors required in the target job, he or she receives a l
ow rating.
2. Use behavior to predict behavior.
Assessors in assessment centers make decisions based on behavior; they don’t try to ps
ychoanalyze the individuals they observe.
They connect behavior in the assessment center exercises and behavior required
on the job.
If the assessee’s behavior is similar to that required in the target job,
that assessee receives a high rating.
If the candidate does not use behaviors required in the target job, he or she receives a l
ow rating.
10
reserved

3. Create objectivity and accuracy of assessment through multiple assessors.
Observations made by two or more trained observers provide multiple
perspectives on the meaning and importance of an assessee’s behavior.
HORN /HALO EFFECT…
This reduces the chance that an assessee’s performance in
one exercise will influence assessor evaluation in others.
Not candidate should be rewarded twice or punished twice for the same
behavourial dimension…Hence the dimensions should be distinct and
mutually exclusive … and preferable right in number between 5.- 7 or a
maximum of nine
3. Create objectivity and accuracy of assessment through multiple assessors.
Observations made by two or more trained observers provide multiple
perspectives on the meaning and importance of an assessee’s behavior.
HORN /HALO EFFECT…
This reduces the chance that an assessee’s performance in
one exercise will influence assessor evaluation in others.
Not candidate should be rewarded twice or punished twice for the same
behavourial dimension…Hence the dimensions should be distinct and
mutually exclusive … and preferable right in number between 5.- 7 or a
maximum of nine
11
reserved

• 4. Let the dimensions be comprehensive and accurate:
• Assessment centers are organized to force the evaluation of all target
dimensions. Exercises are selected to provide the most complete cov
erage possible, with overlap built in for the most iimportant dimensio
ns.
• But simulations may not provide information on all dimensions.
• Very seldom is a job so Uni-
dimensional that a single source of data can predict future behavior. In re
ality, most jobs are extremely complicated in terms
of the activities and dimensions necessary for success.
• For this reason, a variety of
assessment sources, such as interview data and reference checks, are ne
eded.
•
• 4. Let the dimensions be comprehensive and accurate:
• Assessment centers are organized to force the evaluation of all target
dimensions. Exercises are selected to provide the most complete cov
erage possible, with overlap built in for the most iimportant dimensio
ns.
• But simulations may not provide information on all dimensions.
• Very seldom is a job so Uni-
dimensional that a single source of data can predict future behavior. In re
ality, most jobs are extremely complicated in terms
of the activities and dimensions necessary for success.
• For this reason, a variety of
assessment sources, such as interview data and reference checks, are ne
eded.
•
12
reserved

•
5. Let the assessor debate their insights so as to enrich and cross fertilize the assessment.
• Research evidence and practical experience clearly indicate that, in most situations,
a group process where data are shared and the judgments of several knowledgeable i
ndividuals are polled enhances decision making.
• The assessment center really is an organized group decision-
making process that allows assessors systematically to collect data, organize it, s
hare observations, and come to a consensus.
• The integration session in assessment centers forces individuals to substantiate t
heir ratings with examples of actual assessee behavior, thus keeping subjective elemen
ts out of the discussion. The process also helps assessors focus on each key job dimensi
on prior to reaching overall decisions.
•
5. Let the assessor debate their insights so as to enrich and cross fertilize the assessment.
• Research evidence and practical experience clearly indicate that, in most situations,
a group process where data are shared and the judgments of several knowledgeable i
ndividuals are polled enhances decision making.
• The assessment center really is an organized group decision-
making process that allows assessors systematically to collect data, organize it, s
hare observations, and come to a consensus.
• The integration session in assessment centers forces individuals to substantiate t
heir ratings with examples of actual assessee behavior, thus keeping subjective elemen
ts out of the discussion. The process also helps assessors focus on each key job dimensi
on prior to reaching overall decisions.
13
reserved

6. Use simulations to stimulate behavior to be observed in future job roles and
situations
Simulations are an important method
(but not the only method; see concept #4) of
obtaining behavioral examples that can be used to predict future behavior. Simula
tions give organizations a chance to see how a person would perform in a pa
rticular job prior to giving him/her the position.
6. Use simulations to stimulate behavior to be observed in future job roles and
situations
Simulations are an important method
(but not the only method; see concept #4) of
obtaining behavioral examples that can be used to predict future behavior. Simula
tions give organizations a chance to see how a person would perform in a pa
rticular job prior to giving him/her the position.
14
reserved

Benefits of assessment Centre
• It is cost-effective & enhances profitability
• It minimizes costly errors in selection decision
• It places people where they will be most effective
• It reduces staff turnover costs
• It maximizes individual productivity
• It eliminates hidden costs of incompetence
• It identifies individuals with exceptional potential
• It is cost-effective & enhances profitability
• It minimizes costly errors in selection decision
• It places people where they will be most effective
• It reduces staff turnover costs
• It maximizes individual productivity
• It eliminates hidden costs of incompetence
• It identifies individuals with exceptional potential
reserved
15

VISIT MY BLOGSPOT
http://assessmentcentre-
india.blogspot.in/
VISIT MY BLOGSPOT
http://assessmentcentre-
india.blogspot.in/
16
reserved

Do you have any doubt or disagreement?
I would welcome a debate…If you have any
point to add or best practices to share
I would welcome these as well.
Please email your response to
wm@synergymanager.net
Do you have any doubt or disagreement?
I would welcome a debate…If you have any
point to add or best practices to share
I would welcome these as well.
Please email your response to
wm@synergymanager.net
17
reserved

• is a nationally acclaimed
stalwart in the field of
business management with
an illustrious career spanning
over 25 years
• He is a consultant and advisor
to Board of Directors of
leading companies &
Chambers of Commerce;
• a management trainer of high
repute who has conducted
over 2250 seminars in India
and abroad in areas of
business strategy, marketing
& organization development.
• a Visiting Professor to
premier management
institutes and staff training
colleges throughout India.
Dr WILFRED MONTEIRO
• is a nationally acclaimed
stalwart in the field of
business management with
an illustrious career spanning
over 25 years
• He is a consultant and advisor
to Board of Directors of
leading companies &
Chambers of Commerce;
• a management trainer of high
repute who has conducted
over 2250 seminars in India
and abroad in areas of
business strategy, marketing
& organization development.
• a Visiting Professor to
premier management
institutes and staff training
colleges throughout India.
18website: www.synergymanager.net
reserved

– http://wilfredmonteiro.blogspot.in/
– http://negotiating-wizard.blogspot.in
– http://salescoach-india.blogspot.in
– http://the-sales-champ.blogspot.in
– http://salesforce-excellence.blogspot.in
– http://strategic-selling.blogspot.in
– http://hrm-excellence.blogspot.in
– http://personal-growth-guru.blogspot.in
– http://thegreatmanager.blogspot.in
– http://leadership-by-values.blogspot.in
– http://therightetiquette.blogspot.in
Dr WILFRED MONTEIRO
please view the blogspots I have developed for my participant ongoing learning
– http://wilfredmonteiro.blogspot.in/
– http://negotiating-wizard.blogspot.in
– http://salescoach-india.blogspot.in
– http://the-sales-champ.blogspot.in
– http://salesforce-excellence.blogspot.in
– http://strategic-selling.blogspot.in
– http://hrm-excellence.blogspot.in
– http://personal-growth-guru.blogspot.in
– http://thegreatmanager.blogspot.in
– http://leadership-by-values.blogspot.in
– http://therightetiquette.blogspot.in
19
http://www.slideshare.net/wpm999
website: www.synergymanager.net
reserved

CONTACT US
Dr Wilfred Monteiro
TELE : 91 22 9819843927
EMAIL: wm@synergymanager.net
website:
www.synergymanager.net
copyright 2007 -Dr Wilfred Monteiro www.synergymanager.net all rights reserved
SYNERGY MANAGEMENT ASSOCIATES
since 1993
Designing Business Excellence Models
Corporate Planning & Strategy Summits
Change Management Initiatives
Business Leadership Development
Performance Management Systems
Talent Management –Concept To Finish
Assessment Centres & Competency Mapping20

Assessment centre methodology

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (20)

Similar to Assessment centre methodology

Similar to Assessment centre methodology (20)

More from Dr Wilfred Monteiro

More from Dr Wilfred Monteiro (19)

Assessment centre methodology